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Loyola University Chicago

Faculty Center for Ignatian Pedagogy

Making Expectations Explicit

How do we instill in students the goals of academic pursuit of knowledge and the idea of quality work as opposed to effort? Current research suggests that students come to college with an "increased sense of entitlement" that warps their expectations, often leading to their belief that simply by attending lectures and completing readings that they deserve to receive a B--or even an A-- in any given course (Roosevelt, 2009). 

Best Practices for Addressing Student Expectations:

Additional Best Practices for Online Courses:


Resources: 
Boettcher, J. (2010) Designing for learning: Teaching online for the first time--The quick guide. Revised: February 10, 2010. Retrieved fromhttp://www.designingforlearning.info/services/writing/ecoach/tenbest.html

Moore, M., Moore R.S.,  &  McDonald, R. (2008). Student characteristics and expectations of university classes: a free elicitation approach. College Student Journal. March 2008. Retrieved fromhttp://findarticles.com/p/articles/mi_m0FCR/is_1_42/ai_n25124431/
 
Roosevelt, M. (2009). Students' expectations seen as causing grade disputes. New York Times. February 17, 2009. Retrieved from  http://www.nytimes.com/2009/02/18/education/18college.html

Loyola

Faculty Center for Ignatian Pedagogy · Cuneo Hall, 4th Floor, 1032 W. Sheridan Road, Chicago, IL 60660
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